TEACHING UNIT

Presentation

TEACHING UNIT

Didactic of Foreign Language

INDEX

1. Introduction

2. Specifics objectives

3. Methodology

4. Lesson plan

5. Evaluation

1. INTRODUCTION

"HOW WOULD YOUR DREAM HOUSE BE?"

25 students

few study habits

low linguistic skills

4th grade of Primary Education

mixed abilities

differences

high linguistic skills

Age: 9-10

language

social

economic

ethnic

cultural

2. SPECIFICS OBJECTIVES

Identify

Use

Relate

ACTIONS PARTS OF HOUSE

Recognise and use

THERE IS THERE ARE

Identify

Distinguish

Acquire

Do

Use

IT WOULD BE

3. METHODOLOGY

Task-based learning

Communicative method

• Language is used to be learned

How to communicate using the target language

Learning styles

• Significant tasks in groups

4 skills and subskills

Affective factors

Learner-centered focus

Feedback

4. LESSON PLAN

Three sessions

60 minutes

OPENING LEARNING CLOSING

First session

CLOSING

OPENING

"What can you remember?"

"Do you have a shower in the living room?"

Interactive activity

Actions

LEARNING

"What am I? Where am I?"

Elements

Letters

- Parts that appear - Parts that don't appear - Actions they do in each part

What part belong these elements?

THERE IS THERE ARE

second session

CLOSING

OPENING

"Bingo's house?"

"How many types of houses do you know?"

x5

LEARNING

BRAINSTORMING

Housing vocabulary

"How would your dream house be?"

“Which types of houses do you know?"

BINGO!

Do you like that kind of house?

How would your dream house be?

It would be...

Third session

CLOSING

OPENING

"How is your dream house?"

"Tell me words!"

PHONOLOGICAL AWARENESS

support

LEARNING

GAME

"Today we are architects!"

“Which words begin with /s/?”

Self-evaluation

Google Form

Dream house

Sofa, spoon

Grammar

Vocabulary

Final product

5. EVALUATION

Assesment criteria:

Assesment tools

• Organization
• Written skills: grammar and spelling
• Written skills: vocabulary and accuracy.
• Oral productions.
• Creativity
• Teamwork
• Pronunciation.

• Observation sheet
• Oral activities and productions.
• Rubric
• Written productions
• Portfolio

Self-assessment

Continuous and global evaluation

the team

Esther Arenas Martín

Marta Gómez Correa

Pablo Gómez Coca

THANKS!